1 Pre-K Strand-Data Handling: Understand and apply strategies used to manage/handle data and consider probability Phase 1 Overall Expectations: Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events. Conceptual understandings: We collect information to make sense of the world around us; organizing objects and events helps us to solve problems; Events in daily life involve chance Intended Learning Outcomes a. Begin to sort and label real objects into sets by similar attributes (e.g. colour and shape) b. Begin to create graphs using real life objects (bar graph and picture graph) c. Discuss and identify outcomes that will happen, won’t happen and might happen Strand-Measurement: Understand and apply the tools and concepts of measurement Phase 1 Overall expectations Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine. Conceptual understandings: Measurement involves comparing objects and events; Objects have attributes that can be measured using non-standard units; Events can be ordered and sequenced Intended Learning Outcomes Length
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Pre-K Strand-Data Handling: Understand and apply strategies used to manage/handle data and consider probability Phase 1 Overall Expectations: Learners will develop an understanding of how the collection and organization of information helps to make sense of the world. They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally marks. The learners will discuss chance in daily events. Conceptual understandings: We collect information to make sense of the world around us; organizing objects and events helps us to solve problems; Events in daily life involve chance Intended Learning Outcomes
a. Begin to sort and label real objects into sets by similar attributes (e.g. colour and shape) b. Begin to create graphs using real life objects (bar graph and picture graph) c. Discuss and identify outcomes that will happen, won’t happen and might happen
Strand-Measurement: Understand and apply the tools and concepts of measurement Phase 1 Overall expectations Learners will develop an understanding of how measurement involves the comparison of objects and the ordering and sequencing of events. They will be able to identify, compare and describe attributes of real objects as well as describe and sequence familiar events in their daily routine. Conceptual understandings: Measurement involves comparing objects and events; Objects have attributes that can be measured using non-standard units; Events can be ordered and sequenced Intended Learning Outcomes Length
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a. Begin to describe length of real objects (long, tall, high, short, low, small, big, etc.) b. Begin to compare length of real objects (longer, shorter, taller, smaller, etc.) c. Begin to measure length of objects using with non-standard units
Mass
a. Begin to describe mass of real objects (heavy and light) b. Begin to compare mass of real objects (heavier and lighter) c. Begin to measure mass of objects with non-standard units
Capacity
a. Begin to describe capacity of containers (full, empty) b. Begin to compare capacity of containers
Time
a. Begin to identify when events take place in their daily routine (breakfast, lunch, playtime, bedtime, story time, etc.)
b. Begin to use time related vocabulary (before, after, today, days of the week, months of the year, etc.)
Temperature a. Begin to identify temperature of real objects or situations (hot, cold, warm) b. Begin to compare temperature of real objects or situations (hotter, colder, warmer)
Strand-Shape and Space: Understand the mathematics of shapes and spaces and can apply basic and advanced concept of geometry Phase 1 Overall expectations: Learners will understand that shapes have characteristics that can be described and compared. They will understand and use common language to describe paths, regions and boundaries of their immediate environment. Conceptual understandings Shapes can be described and organized according to their properties; Objects in our immediate environment have a position in space that can be described according to a point of reference
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Intended Learning Outcomes
a. Begin to sort and label 2D shapes (rectangle, triangle, circle, oval, square) b. Sort real life 3D shapes according to their form (cube, sphere, cone, cylinder, rectangular prism) c. Match real life objects to 3D shapes d. Begin to use positional language in reference to themselves and objects in their environment (inside,
outside, above, below, next to, behind, in front of, up, down) Strand- Pattern and Function: Understand the nature of patterns and functions and can apply the basic and advanced of concepts of algebra Phase 1 Overall expectations: Learners will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and create patterns in various ways. Conceptual understandings: Patterns and sequences occur in everyday situations; Patterns repeat and grow Intended Learning Outcomes
a. Begin to find simple patterns b. Begin to describe simple patterns c. Begin to create simple patterns using real objects
Strand-Number: Understand and apply the basic and advanced properties of number and problem solving processes Phase 1 Overall expectations: Learners will understand that numbers are used for many different purposes in the real world. They will develop an understanding of one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to represent quantities. Conceptual understandings: Numbers are a naming system; Numbers can be used in many ways for different
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purposes in the real world; Numbers are connected to each other through a variety of relationships; making connections between our experiences with number can help us to develop number sense Intended Learning Outcomes: Whole number
a. Count and order numbers to 10 b. Read and write numbers to 10 c. Model number relationships to 5 (show me one more than 2, one less than 2, number bonds/facts) d. Estimate quantities to 10 e. Use 1:1 correspondence f. Begin to explore the conservation of number through the use of manipulatives g. Solve simple mathematical problems (if there are 6 students in the Giraffe class and 10 students in the
Monkey class, how many students are there together?) h. Begin to explain mathematical thinking when solving problems i. Compare quantities using numbers (1-5), manipulatives and real-life situations (more, less, same)
Kindergarten Strand-Data handling: Understand and apply strategies used to manage/handle data and consider probability Phase 1-2 Overall expectations: Conceptual understandings: Intended Learning Outcomes
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a. Sort and label real objects into sets by one or more attributes b. Interpret a simple pictograph or bar graph c. Create graphs using real life objects (bar graph and pictograph) d. Discuss and compare data represented in teacher-generated Venn diagrams e. Begin to create Venn diagrams f. Collect data using tally marks g. Begin to use probability terminology (impossible, maybe, certain)
Strand-Measurement: Understand and apply the tools and concepts of measurement Phase 1-2 Overall expectations: Conceptual understandings: Intended Learning Outcomes Length
a. Estimate, describe and compare length of real objects (long, tall, high, short, low, small, big, longer, shorter, taller, smaller, etc.)
b. Measure length of objects with non-standard units c. Explore the concept of area (how much space is being taken up, more, less)
Mass
a. Estimate and describe mass of real objects (heavy and light) b. Compare mass of real objects (heavier and lighter) c. Begin to use a balance to compare mass of real objects d. Measure mass of objects with non-standard units
Capacity
a. Describe and compare capacity of containers (full, empty, holds more, holds less, etc.))
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b. Begin to order capacity of containers c. Estimate and measure capacity of containers using non-standard units
Time
a. Identify when events take place in their daily routine (breakfast, lunch, playtime, bedtime, story time, etc.) b. Use time related vocabulary (before, after, morning, afternoon, evening, today, tomorrow, days of the
week, months of the year, etc.) c. Name and order days of the week d. Become familiar with the calendar and understand there are 12 months in a year e. Order events with respect to time and how long they take; and know terms like “this takes more/less time
than” f. Tell the time to the hour on analogue and digital clock g. Begin to match the time between analogue and digital clock
Temperature
a. Describe and compare temperature of real objects or environment (hot, cold, warm, hotter, colder, warmer)
Strand-Shape and Space: Understand the mathematics of shapes and spaces and can apply basic and advanced concept of geometry Phase 1-2 Overall expectations: Conceptual understandings: Intended Learning Outcomes
a. Recognize straight and curved lines b. Describe, compare, sort and label 2D shapes according to attributes using correct mathematical
c. Describe, compare, sort and label 3D shapes according to attributes using correct mathematical vocabulary (face, corner, flat, curved, cube, sphere, cone, cylinder, rectangular prism)
d. Begin to find and explain symmetry in immediate environment e. Use positional language in reference to themselves and objects in their environment (inside, outside,
above, below, next to, behind, in front of, up, down, on top, forward, right, left, etc.) Strand-Pattern and Function: Understand the nature of patterns and functions and can apply the basic and advanced of concepts of algebra Phase 1-2 Overall expectations: Conceptual understandings: Intended Learning Outcomes
a. Find and describe simple patterns b. Create and extend simple patterns using real objects c. Extend complex patterns d. Recognize and extend patterns in numbers; skip counting, 2’s, 10’s
Strand-Number: Understand and apply the basic and advanced properties of number and problem solving processes Phase 1-2 Overall expectations: Conceptual understandings: Intended Learning Outcomes
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Whole number a. Count, compare and order numbers to 20 b. Read, write and model numbers to 20 c. Use mathematical language (more, less, total, difference, ones/units, tens, sum, addition, plus,
subtraction, equals, How many more? How many less?) d. Begin to use ordinal numbers (via calendar up to 31) e. Model number relationships to 10 (show me one more than 3, take 2 away from these cubes, number
bonds/facts) f. Begin to explain the meaning of addition and subtraction g. Estimate quantities to 20 h. Begin to use pictorial representations to solve simple word problems i. Begin to use number lines and hundred charts j. Begin to explain mathematical thinking when solving a problem
Begin to understand that the place of a digit in a number changes its value Grade 1 Strand- Data handling: Understand and apply strategies used to manage/handle data and consider probability Phase 2 Overall expectations: Learners will understand how information can be expressed as organized and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary. Conceptual understandings: Information can be expressed as organized and structured data; Objects and events can be organized in different ways; Some events in daily life are more likely to happen than others Intended Learning Outcomes
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a. Sort and label objects into sets and subsets by one or more attributes b. Create pictographs and bar graphs from a set of real objects c. Interpret pictographs and bar graphs using appropriate vocabulary (more, fewer, less than, greater than,
same, etc.) d. Discuss and compare data represented in teacher and student generated Venn diagrams e. Create Venn diagrams f. Begin to devise simple survey questions, collect, represent and interpret data g. Begin to identify, predict, discuss and place outcomes in order of likelihood using appropriate vocabulary:
impossible, unlikely, equally likely, likely, certain Strand-Measurement: Understand and apply the tools and concepts of measurement Phase 2 Overall expectations: Learners will understand that standard units allow us to have a common language to measure and describe objects and events, and that while estimation is a strategy that can be applied for approximate measurements, particular tools allow us to measure and describe attributes of objects and events with more accuracy. Learners will develop these understandings in relation to measurement involving length, mass, capacity, money, temperature and time. Conceptual understandings: Standard units allow us to have a common language to identify, compare, order and sequence objects and events; We use tools to measure the attributes of objects and events; Estimation allows us to measure with different levels of accuracy Intended Learning Outcomes Length
a. Begin to understand the difference between standard and non-standard units b. Estimate, compare and measure length of real objects using non-standard units c. Estimate, compare and measure length of real objects using centimeter d. Compare and order the length of real objects e. Begin to compare the length of objects in relation to a m (more/less than a m, about a m) f. Begin to explore the concept of perimeter
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Mass
a. Compare mass of real objects using appropriate vocabulary (heavy, heavier, heaviest, light, lighter, lightest)
b. Use a balance to compare mass of real objects c. Estimate, compare and measure mass of objects using non-standard units d. Begin to compare the mass of objects in relation to a Kg (more/less than a KG, about a Kg)
Capacity
a. Compare and order capacity of containers using appropriate language (this holds more, holds less, etc.) b. Estimate, compare and measure capacity of containers using non-standard units c. Begin to compare the capacity of containers in relation to a L (more/less than a L, about a L)
Time
a. Name and order the days of the week and the months of the year b. Use a calendar to determine the date and/or day of events c. Begin to compare the duration of events in relation to one minute (more/less than a minute, about a
minute) d. Compare and order events in daily life with respect to how long they take (this takes more/less time
than…) e. Tell and record the time to the hour and half hour both digital and analogue f. Begin to read and write the time to a quarter hour
Temperature
a. Understand that the temperature of an object or an environment can be quantified/measured through the use of a Celsius thermometer
Money
a. Begin to realize that the value of things can be measured with monetary units b. Estimate and compare the value of goods in Japanese currency
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Strand-Shape and Space: Understand the mathematics of shapes and spaces and can apply basic and advanced concept of geometry Phase 2 Overall expectations: Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction. Conceptual understandings: Shapes are classified and named according to their properties; Some shapes are made up of parts that repeat in some way; Specific vocabulary can be used to describe an object’s position in space Intended Learning Outcomes
a. Understand that straight and curved lines enclose space to create shapes b. Describe, compare, sort and label 2D shapes according to attributes using correct mathematical
vocabulary (side, corner, rectangle, triangle, circle, oval, square, pentagon, hexagon, octagon) c. Use 2D shapes knowledge to identify and describe 3D shapes d. Describe, compare, sort and label 3D shapes according to attributes using correct mathematical
vocabulary (faces, vertices, corners, edges, sphere, cube, rectangular prism, pyramid, cone, cylinder) e. Begin to construct 3D shapes using manipulatives f. Find and explain symmetry in their immediate environment g. Create and explain simple symmetrical designs h. Begin to combine 2D shapes to make other shapes i. Give and follow simple directions related to movement and position j. Use mathematical vocabulary to describe position, direction and movement (eg ½ turn, whole turn, left,
right, forward, backward) Strand- Pattern and Function: Understand the nature of patterns and functions and can apply the basic and advanced of concepts of algebra
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Phase 2 Overall expectations: Learners will understand that whole numbers exhibit patterns and relationships that can be observed and described, and that the patterns can be represented using numbers and other symbols. As a result, learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent and make sense of real-life situations and, where appropriate, to solve problems involving addition and subtraction. Conceptual understandings: Whole numbers exhibit patterns and relationships that can be observed and described; Patterns can be represented using numbers and other symbols Intended Learning Outcomes
a. Recognize, describe and extend patterns with real objects using appropriate vocabulary (term, …) b. Recognize, describe and extend number patterns (eg counting by 2’s, 5’s, 10’s, odd and even numbers to
100) c. Begin to recognize patterns and rules for addition (eg 4+3=7, 3+4=7) up to 20 d. Begin to recognize patterns and rules for subtraction (eg 12-3=4, 12-4=3) up to 20 e. Begin to model the relationship between addition and subtraction f. Begin to understand that multiplication is a repeated addition
Strand-Number: Understand and apply the basic and advanced properties of number and problem solving processes Phase 2 Overall expectations: Learners will develop their understanding of the base 10 place value system and will model, read, write, estimate, compare and order numbers to hundreds or beyond. They will have automatic recall of addition and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate mathematical language to describe their mental and written strategies. Learners will have an understanding of fractions as representations of whole-part relationships and will be able to model fractions and use fraction names in real-life situations. Conceptual understandings: The base 10 place value system is used to represent numbers and umber
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relationships; Fractions are ways of representing whole-part relationship; The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems; Number operations can be modeled in a variety of ways; There are many mental methods that can be applied for exact and approximate computations Intended Learning Outcomes Whole number
a. Read, write, count, model, compare and order numbers to 100 b. Position one and two digit numbers on a number line and 100’s chart c. Use the language of mathematics (more, less, equal, sum, total, difference, plus, minus, addition,
subtraction, equation, number names) d. Use ordinal numbers to describe the position of things in a sequence e. Use appropriate mathematical symbols: +, - and = f. Estimate quantities to 50 g. Begin to round 2 digit numbers to the nearest 10 h. Read, write, model addition and subtraction to 20 i. Recall quickly and accurately addition and subtraction facts to 10 j. Add and subtract 2 digit numbers without regrouping k. Begin to add 2 digit numbers with regrouping l. Select and explain an appropriate method for solving a problem (eg pictorial representations,
manipulatives, number lines, 100 chart, etc.) m. Begin to explain and model place value (including zero as a place holder)
Fractions a. Divide a group of objects into halves and quarters b. Divide a whole into halves and quarters c. Begin to use fraction vocabulary (half, whole, equal parts, quarter)
Grade 2 Strand-Data handling: Understand and apply strategies used to manage/handle data and consider probability
a. Design a simple survey, collect (tally marks) and display data (pictograph, bar graph) b. Interpret a graph by comparing qualities (more, fewer, less than, greater than, least, greatest, etc.) c. Display and compare data using Venn diagrams d. Understand that a graph has two axis to represent different information e. Identify, discuss, predict and place outcomes in order of likelihood; impossible, unlikely, equally likely,
likely, certain Strand-Measurement: Understand and apply the tools and concepts of measurement Phase 2-3 Overall expectations: Conceptual understandings: Intended Learning Outcomes Length, Perimeter, Area
a. Estimate, measure, label, compare and order the length of objects using non-standard units b. Estimate, measure, label, compare and order the length of objects using rulers and standard units: m, cm c. Understand the difference between non-standard and standard units of measurement d. Begin to use appropriate vocabulary related to length (height, width, length, wide, wider, long, longer, tall,
taller) e. Measure perimeter of objects
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f. Explore the concept of area using non-standard units Mass
a. Estimate and begin to measure, label, compare and order mass of objects using appropriate tools and standard units (g, Kg)
Capacity
a. Estimate, measure, label, compare and order capacity of containers with non-standard units b. Begin to estimate, measure, label, compare and order capacity of containers using standard units: ½ L, 1L
Time
a. Use a calendar to count and record days, weeks and months b. Begin to read and write time to the hour, 1/2 hour and ¼ hour on both analogue and digital clocks c. Begin to read and write the time to the minute using intervals of 10 minutes on an analogue clock d. Compare the duration of events in relation to one minute e. Identify and compare lengths of time: second, minute and hour
Temperature
a. Begin to use thermometer to measure temperature in degrees Celsius b. Develop awareness of temperature
Money
a. Realize that the value of things can be measured with monetary units b. Estimate and measure the value of goods using various currencies (whole denomination and coins, no
decimal notation) Strand- Shape and Space: Understand the mathematics of shapes and spaces and can apply basic and advanced concept of geometry Phase 2-3
a. Begin to identify horizontal, vertical, diagonal and parallel lines in polygons b. Describe, compare, sort and label 2D shapes according to attributes using the correct mathematical
c. Describe, compare, sort and label 3D shapes according to attributes using the correct mathematical vocabulary (faces, vertex, edges, sphere, cube, rectangular prism, cylinder, cone, triangular prism, pyramid)
d. Create symmetrical designs e. Begin to identify lines of reflective symmetry f. Begin to use appropriate transformation vocabulary (flips) g. Begin to turn a 2D net into a 3D shape and vice versa h. Combine and transform 2D shapes to make other shapes i. Begin to locate features on a grid using coordinates j. Begin to label position with appropriate vocabulary (north, south, east and west)
Strand- Pattern and Function: Understand the nature of patterns and functions and can apply the basic and advanced of concepts of algebra Phase 2-3 Overall expectations: Conceptual understandings: Intended Learning Outcomes
a. Model numbers as arrays b. Recognize, describe and extend number patterns (skip count by 2’s, 3’s, 5’s 10’s)
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c. Identify function in number patterns and when skip counting d. Understand the relationship between addition and subtraction (40 + 60=100 and 100-40=60) e. Understand that multiplication is repeated addition
Strand- Number: Understand and apply the basic and advanced properties of number and problem solving processes Phase 2-3 Overall expectations: Conceptual understandings: Intended Learning Outcomes Whole number
a. Explain and model place value to 1,000 b. Read, write, count, model, compare, order numbers to 1,000 c. Use the language of mathematics (more, less, equal, sum, total, difference, plus, minus, addition,
subtraction, times, equation, number names, place value, ones, tens, hundreds, etc.) d. Use mathematical symbols of addition, subtraction and multiplication e. Use ordinal numbers in daily situation f. Understand, identify and explain odd and even numbers g. Round 2 digit numbers to nearest 10 and 100 h. Recall quickly and accurately addition and subtraction facts to 20 i. Recall 2, 3, 5, 10 and 11 times tables j. Add and subtract 2-3 digit numbers with and without regrouping k. Explain strategies for solving word problems visually, orally and in writing
Fractions
a. Understand and model the concept of equivalence to 1 (two halves, four quarters, three thirds) b. Understand that fractions apply to wholes and groups of objects
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Grade 3 Strand-Data handling: Understand and apply strategies used to manage/handle data and consider probability Phase 3 Overall expectations: Learners will continue to collect, organize, display and analyse data, developing an understanding of how different graphs highlight different aspects of data more efficiently. They will understand that scale can represent different quantities in graphs and that mode can be used to summarize a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically. Conceptual understandings: Data can be collected, organized, displayed and analyzed in different ways; Different graph forms highlight different aspects of data more efficiently; probability can be based on experimental events in daily life; probability can be expressed in numerical notation
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Intended Learning Outcomes
a. Design own survey, collect and display data (pictograph, bar, column) b. Begin to interpret data from a line graph c. Begin to use scales on vertical and horizontal axis of graphs to represent large quantities d. Begin to sort and label objects into sets of multiple attributes using up to 3 ring Venn diagrams and Carroll
diagrams e. Discuss, identify, predict and place outcomes in order of likelihood; impossible, very unlikely, unlikely,
equally likely, likely, very likely, certain f. Identify and place possible outcomes on a simple numerical scale 0-10 (0%, 25%, 50%, 75%, 100%) g. Begin to suggest mathematical situations that are fair or unfair
Strand- Measurement: Understand and apply the tools and concepts of measurement Phase 3 Overall expectations: Learners will continue to use standard units to measure objects, in particular developing their understanding of measuring perimeter, area and volume. They will select and use appropriate tools and units of measurement, and will be able to describe measures that fall between two numbers on a scale. The learners will be given the opportunity to construct meaning about the concept of an angle as a measure of rotation. Conceptual understandings: Objects and events have attributes that can be measured using appropriate tools; relationships exist between standard units that measure the same attributes Intended Learning Outcomes Length, Perimeter and Area
a. Estimate, measure, label, compare and order length of objects using appropriate tools and standard units (m, cm, mm)
b. Estimate, construct, measure, label and compare perimeter and area of objects using standard unit: cm & cm2
c. Begin to understand that perimeter can change while the area remains the same and vice versa
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d. Begin to convert length units Mass
a. Estimate, measure, label, compare and order mass of objects using a variety of tools and standard units (g, Kg)
b. Begin to convert mass units Volume and Capacity
a. Estimate, measure, label, compare and order capacity of containers using graduated containers and standard units (mL, L)
b. Begin to convert capacity unit c. Understand that objects occupy space
Time a. Use a calendar to count and record days, weeks and months, seasons and year b. Read and write time to the hour, 1/2 hour and ¼ hour (analogue and digital) c. Read and write time using 5 minute intervals, past and to the hour d. Develop a sense of time in real context e. Begin to convert number of minutes to hours and vice versa f. Investigate time in terms of chronological order of daily events and own life time events or periods g. Begin to convert time units
Temperature
a. Estimate and measure with accuracy temperature in Celsius b. Begin to develop temperature landmarks
Strand-Shape and Space: Understand the mathematics of shapes and spaces and can apply basic and advanced concept of geometry Phase 3 Overall expectations: Learners will sort, describe and model regular and irregular polygons, developing an
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understanding of their properties. They will be able to describe and model congruency and similarity in 2D shapes. Learners will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry. They will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and events in real-world situations. Conceptual understandings: Changing the position of a shape does not alter its properties; Shapes can be transformed in different ways; geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations Intended Learning Outcomes
a. Begin to identify and describe lines (vertical, horizontal, parallel, perpendicular, diagonal, intersecting) b. Understand that an angle is a measure of rotation c. Begin to investigate angles using appropriate vocabulary (obtuse, acute and right) d. Identify, describe, classify, sort and label types of triangles and quadrilaterals e. Begin to explore polygons in terms of lines and angles f. Name and describe 3D shapes (cube, cylinder, cone, sphere, prism, pyramid) g. Begin to construct and deconstruct 3D objects into their 2D representation (nets) h. Identify lines of reflective symmetry i. Begin to investigate transformation (slide, flip, turn) j. Locate features on a grid using coordinates k. Follow directions using north, south, east and west
Strand-Pattern and Function: Understand the nature of patterns and functions and can apply the basic and advanced of concepts of algebra Phase 3 Overall expectations: Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four
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operations. Conceptual understandings: Functions are relationships or rules that uniquely associate members of one set with members of another set; By analyzing patterns and identifying rules for patterns it is possible to make predictions Intended Learning Outcomes
a. Solve and create number pattern problems using function b. Use < > = accurately in a variety of contexts c. Begin to understand the relationship between the four number operations d. Use the four operations to solve equations with unknown elements (x)
Strand-Number: Understand and apply the basic and advanced properties of number and problem solving processes Phase 3 Overall expectations: Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers. Conceptual understandings: The base 10 place value system can be extended to represent magnitude; Fractions and decimals are ways of representing whole-part relationships; The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems; Even complex operations can be modeled in a variety of ways, for example, an algorithm is a way to represent an operation Intended Learning Outcomes
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Whole number a. Estimate, model, compare and order numbers in the 10 000’s b. Explain and model place value from tenths to 10,000’s including zero as a place holder c. Read, write and represent numbers in the 10 000’s using expanded, standard and word forms d. Use the language of mathematics (more, less, equal, sum, total, difference, plus, minus, addition,
subtraction, times, multiplication, division, place value, thousands, hundreds, tens, one, etc.) e. Round 2-3 digit numbers to the nearest 10, 100 and 1000 f. Recall quickly and accurately addition, subtraction and multiplication facts (20 per min) g. Add and subtract 3 digit numbers with/without regrouping h. Model multiplication and division of whole numbers i. Create, write and solve multiplication problems 2 digit by 1 digit j. Recall times tables up to 12 X 12 k. Begin to recall division facts l. Explain strategies for solving word problems visually, orally and in writing
Fractions, decimals and percentages
a. Begin to understand that fractions, decimals and percentages represent part of a whole or part of a group b. Read, write, model, compare and order fractions and decimals c. Add and subtract fractions (with common denominators) and decimals (money and measurement
contexts) d. Round decimals to closest whole number
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Grade 4 Strand-Data handling: Understand and apply strategies used to manage/handle data and consider
probability Phase 3-4 Overall expectations: Conceptual understandings:
Intended Learning Outcomes
a. Design a survey and collect, organize and record the data in displays: pictograph, bar graph, column graph, line graph
b. Begin to create, interpret, discuss and compare data displays c. Understand that different graphs are used for different data and purposes d. Use scales on vertical and horizontal axis e. Identify the range, the mode and the median in a set of data a. Discuss, identify, predict and place outcomes in order of likelihood (impossible, very unlikely, unlikely,
equally likely, likely, very likely, certain) b. Understand mathematical fairness and apply concept to real life situations c. Identify possible outcomes on a numerical scale (fractions, 0-100, 0%-100%)
Strand-Measurement: Understand and apply the tools and concepts of measurement
Phase 3-4 Overall expectations:
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Conceptual understandings:
Intended Learning Outcomes Length, Perimeter and Area
a. Estimate, measure, label, compare and order length and perimeter of objects with more accuracy using various tools and appropriate units (mm, cm, m, Km)
b. Begin to convert length units c. Understand that perimeter can change while the area remains the same and vice versa d. Calculate the area of regular and irregular shapes
Mass
a. Estimate, measure, label, compare and order mass of objects with more accuracy using various tools and appropriate units (mg, g, Kg)
b. Begin to convert mass units Volume and Capacity
a. Estimate, measure, label, compare and order capacity of objects with more accuracy using various tools and appropriate units (ml, l)
b. Begin to convert capacity units c. Estimate, compare and order volume of objects d. Begin to understand the relationship between the surface area and the volume e. Understand the difference between capacity and volume
Time
a. Read and write the time to the minute (analogue and digital) b. Convert time units c. Begin to interpret and construct timetables d. Interpret and construct time lines to plot events in chronological order (BCE and ACE) e. Begin to understand world time zones
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Temperature a. Estimate and measure the temperature in Celsius above and below zero b. Develop temperature landmarks
Strand- Shape and Space: Understand the mathematics of shapes and spaces and can apply basic and advanced concept of geometry Phase 3-4 Overall expectations: Conceptual understandings:
Intended Learning Outcomes
a. Identify and describe points, segments, rays, lines and angles (vertical, horizontal, parallel, perpendicular, intersecting, diagonal, acute, obtuse, right)
b. Begin to measure and construct angles with and without using a protractor c. Understand and use the geometric vocabulary for circles (diameter, radius, circumference) d. Begin to use a compass to make a circle e. Identify, describe, classify, sort and label regular and irregular polygons, triangles (scalene, isosceles,
equilateral, right angle) and quadrilaterals (rhombus, trapezoid, parallelogram, square, rectangle) in terms of lines, angles and symmetry using appropriate vocabulary
f. Identify, describe, classify, sort and label 3D shapes using appropriate vocabulary g. Construct and deconstruct 3D objects into their 2D representation (nets) h. Locate and plot coordinates in four quadrants i. Begin to slide and flip shapes on quadrants
Strand-Pattern and Function: Understand the nature of patterns and functions and can apply the basic and
advanced concepts of algebra Phase 3-4
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Overall expectations: Conceptual understandings:
Intended Learning Outcomes
a. Explain, create and use number patterns in real life situations b. Begin to model exponents as repeated multiplication c. Understand and use the relationship between addition and multiplication d. Understand and use the relationship between multiplication and division (inverse function) e. Understand and use the relationship between division and subtraction f. Begin to develop, explain and model simple algebraic formulas in more complex equations: x + 1=y
Strand-Number: Understand and apply the basic and advanced properties of number and problem solving
a. Use the language of mathematics appropriately and confidently (more, less, equal, sum, total, difference, addition, subtraction, times, multiplication, product, division, place value, thousands, hundreds, tens, ones, hundredths, tenths, equivalent, equation, etc.)
b. Estimate, model, compare and order numbers in the 100 000’s c. Round 3-4 digit numbers to the nearest 10, 100 and 1000 d. Explain and model place value from hundredths to the 100 000’s e. Read, write and represent numbers in the 100 000’s in expanded, standard and word forms
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f. Add and subtract 4 digit numbers without and with re-grouping g. Recall quickly and accurately 25 basic addition and subtraction facts per minute h. Recall quickly times tables up to 12x12 and division facts i. Create and solve multiplication problems using up to 3-4 digit numbers by 1 digit numbers j. Create and solve division problems using up to 3-4 digit numbers by1 digit divisors k. Begin to read and write addition and subtraction equations using negative numbers (thermometer) l. Begin to read and write exponential notation m. Select the most appropriate and efficient method of solving a problem (mental estimation, mental
arithmetic, diagram, pencil and paper, calculator) n. Explain strategies for solving problems visually, orally and in writing using appropriate mathematical
vocabulary Fractions, Decimals & Percentages
a. Understand that fractions, percentages and decimals represent part of a whole and use them interchangeably according to the context
b. Read, write, model, compare and order fractions, improper fractions, mixed numbers, decimals and percentages
c. Model equivalency of fractions d. Simplify fractions e. Add and subtract fractions with common denominators f. Begin to convert mixed numbers to improper fractions and vice versa g. Begin to read, write and model addition, subtraction, multiplication and division of decimals (money
and measurement contexts) h. Begin to round decimals to a given place or whole numbe
Grade 5 Strand-Data handling: Understand and apply strategies used to manage/handle data and consider probability Phase 4 Overall expectations: Learners will collect, organize and display data for the purposes of valid interpretation and
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communication. They will be able to use the mode, median, mean and range to summarize a set of data. They will create and manipulate an electronic database for their own purposes, including setting up spreadsheets and using simple formulas to create graphs. Learners will understand that probability can be expressed on a scale (0–1 or 0%–100%) and that the probability of an event can be predicted theoretically. Conceptual understandings: Data can be presented effectively for valid interpretation and communication; Range, mode, median and mean can be used to analyze statistical data; Probability can be represented on a scale between 0-1 or 0%-100%; The probability of an event can be predicted theoretically Intended Learning Outcomes
a. Design a survey and systematically collect, organize and record the data in displays b. Create an appropriate graph for displaying specific information (pictograph, bar graph, column graph, line
graph, pie graph, histograph) using all necessary features (title, labels, axes, keys, scales) c. Interpret, discuss and compare data displays d. Identify the mode, the median, the range and the mean in a set of data e. Discuss, identify, predict and place outcomes in order of likelihood on a likelihood line (impossible, very
unlikely, unlikely, equally likely, likely, very likely, certain) or on a numerical scale (0-100, fractions and %) f. Understand mathematical fairness and suggest/identify fair and unfair situations g. Understand that a situation with limited options will result in a finite number of possible outcomes (possible
combinations, tree diagram) Strand-Measurement: Understand and apply the tools and concepts of measurement Phase 4 Overall expectations: Learners will understand that a range of procedures exists to measure different attributes of objects and events, for example, the use of formulas for finding area, perimeter and volume. They will be able to decide on the level of accuracy required for measuring and using decimal and fraction notation when precise measurements are necessary. To demonstrate their understanding of angles as a measure of rotation, the learners will be able to measure and construct angles Conceptual understandings: Accuracy of measurements depends on the situation and the precision of the tool; Conversion of units and measurements allows us to make sense of the world we live in; A range of procedures
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exists to measure different attributes of objects and events Intended Learning Outcomes Length, Perimeter and Area
a. Estimate and measure length of objects and distances with increasing accuracy (decimal notation) b. Convert length units (mm to cm, etc.) c. Investigate and calculate perimeter of various shapes including circles (circumference) d. Calculate the surface area of 3D shapes or objects e. Calculate the area of composite/irregular shapes
Mass
a. Estimate, measure, label, compare and order mass of objects using various tools, scales and units (mg, g, kg) with increasing accuracy
b. Convert mass units (mg to g) Volume & Capacity
a. Estimate, measure, label, compare and order the capacity and the volume of objects using various tools, containers, appropriate units (ml, l, cm3, m3) with increasing accuracy (decimal notation)
b. Calculate volume of objects (V=LxWxH) c. Convert capacity units (mL, L)
Time
a. Estimate, measure, compare and order length of time using various tools (analogue, digital, 24H clock) and units (seconds, minute, hour)
b. Read and write the time to the minute c. Interpret and construct timetables and timelines d. Begin to determine times worldwide e. Convert time units (seconds to minutes to hours to days, etc)
Temperature
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a. Estimate, measure and calculate temperature variation in Celsius b. Extending knowledge of temperature landmarks (body temperature, water boiling and freezing point, etc.)
Strand-Shape and Space: Understand the mathematics of shapes and spaces and can apply basic and advanced concept of geometry Phase 4 Overall expectations: Learners will understand the properties of regular and irregular polyhedrae. They will understand the properties of 2D shapes and understand that 2D representations of 3D objects can be used to visualize and solve problems in the real world, for example, through the use of drawing and modelling. Learners will develop their understanding of the use of scale (ratio) to enlarge and reduce shapes. They will apply the language and notation of bearing to describe direction and position. Conceptual understandings: Manipulation of shape and space takes place for a particular purpose; Consolidating what we know of geometric concepts allows us to make sense of and interact with our world; Geometric tools and methods can be used to solve problems relating to shape and space Intended Learning Outcomes
a. Describe and accurately construct different types of lines (parallel, perpendicular, diagonal, intersecting) b. Describe, measure and construct types of angles: obtuse, acute, straight, reflex, right c. Measure and construct circles using a formula to calculate diameter, radius and circumference d. Identify and construct symmetrical, congruent and similar shapes (reduce and enlarge to scale) e. Describe, classify and construct polyhedra from a net and vice versa f. Locate and plot coordinates in 4 quadrants g. Rotate, translate and reflect (or a combination of) shapes in 4 quadrants h. Introduce the language of bearing to describe position
Strand-Pattern and Function: Understand the nature of patterns and functions and can apply the basic and advanced of concepts of algebra Phase 4
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Overall expectations: Learners will understand that patterns can be represented, analysed and generalized using algebraic expressions, equations or functions. They will use words, tables, graphs and, where possible, symbolic rules to analyse and represent patterns. They will develop an understanding of exponential notation as a way to express repeated products, and of the inverse relationship that exists between exponents and roots. The students will continue to use their understanding of pattern and function to represent and make sense of real-life situations and to solve problems involving the four operations. Conceptual understandings: Patterns can often be generalized using algebraic expressions, equations or functions; Exponential notation is a powerful way to express repeated products of the same number Intended Learning Outcomes
a. Understand that patterns can be represented, analyzed and generalized using tables, graphs, words and symbolic rules…
b. Model, understand and use exponents and roots as inverse functions c. Develop, explain and model simple algebraic formulas in more complex equations: x + 1 = y
Strand-Number: Understand and apply the basic and advanced properties of number and problem solving processes Phase 4 Overall expectations: Learners will understand that the base 10 place value system extends infinitely in two directions and will be able to model, compare, read, write and order numbers to millions or beyond, as well as model integers. They will develop an understanding of ratios. They will understand that fractions, decimals and percentages are ways of representing whole-part relationships and will work towards modelling, comparing, reading, writing, ordering and converting fractions, decimals and percentages. They will use mental and written strategies to solve problems involving whole numbers, fractions and decimals in real-life situations, using a range of strategies to evaluate reasonableness of answers. Conceptual understandings: The base 10 place value system extends infinitely in two directions; Fractions, decimal fractions and percentages are ways of representing whole-part relationships; For fractional and decimal computation, the ideas developed for a whole-number computation can apply; Ratios are a comparison of two numbers or quantities
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Intended Learning Outcomes Whole number
a. Read, write and represent numbers in the millions in expanded, standard, word and exponential forms b. Estimate, model, compare and order numbers to millions c. Round 4-5 digit numbers to the nearest 10, 100 and 1000 d. Explain and model place value from thousandths to millions e. Recall quickly and accurately the 4 operations basic number facts (30 facts per minute) f. Add and subtract 5-6 digit numbers with regrouping g. Create and solve multiplication problems using up to 4 digit numbers by 2 digit numbers h. Create and solve division problems using 4 digit numbers by 2 digit divisors i. Estimate and evaluate whether answers are reasonable j. Model, read and write integers in real-life situations (temperature and money debts) k. Select the most appropriate and efficient method of solving a problem l. Explain strategies for solving problems visually, orally and in writing using appropriate mathematical
vocabulary m. Solve equations considering the order of operations (BEDMAS: Brackets, Exponents, Division,
a. Understand that fractions, decimals and percentages represent part of a whole and use them interchangeably according to the context
b. Read, write, model, compare and order fractions, improper fractions, mixed numbers, decimals and percentages
c. Demonstrate equivalency of fractions, improper fractions, mixed numbers, decimals and percentages d. Round decimals to the nearest tenth or hundredth e. Add and subtract fractions with and without common denominators f. Add and subtract decimals (money and measurement contexts) g. Multiply and divide decimals by whole numbers (money and measurement contexts)
